The technical adequacy of curriculum-based and rating-based measures of written expression for elementary school students

School Psychology Review

Volumn 35, Issue 3, 2006, Pages 435-450

  Gansle, Kristin A ^a,c   VanDerHeyden, Amanda M ^b   Noell, George H ^a   Resetar, Jennifer L ^a   Williams, Kashunda L ^a  

^a LOUISIANA STATE UNIVERSITY   (United States)

^b Vail School District   (United States)

^c 223 Peabody Hall ^*  (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33750550619     PISSN: 02796015     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (45)

1. American Psychological Association, American Educational Research Association, & National Council on Measurement in Education. (1985). Standards for educational and psychological tests. Washington, DC: American Psychological Association.
2. Cohen, J. (1960). A coefficient of agreement for nominal scales. Educational and Psychological Measurement, 20, 37-46.
3. Cooper, J. O., Heron, T. E., & Reward, W. L. (1987). Applied behavior analysis. Columbus, OH: Merrill.
4. Crawford, L., Helwig, R., & Tindal, G. (2004). Writing performance assessments: How important is extended time? Journal of Learning Disabilities, 37, 132-142.
5. Crehan, K. D., & Curfman, M. (2003). Effect on performance of timely feedback on state writing assessments. Psychological Reports, 92, 1015-1021.
6. Daly, E. J., III. Martens, B. K., Hamler, K. R., Dool, E. J., & Eckert, T. L. (1999). A brief experimental analysis for identifying instructional components needed to improve oral reading fluency. Journal of Applied Behavior Analysis, 32, 83-94.
7. Deno, S. L., Marston, D., & Mirkin, P. K. (1982). Valid measurement procedures for continuous evaluation of written expression. Exceptional Children, 48, 368-371.
8. Deno, S. L., Mirkin, P. K., & Marston, D. (1980). Relationships among simple measures of written expression and performance on standardized achievement tests (Research Report No. 22). Minneapolis: University of Minnesota, Institute for Research on Learning Disabilities.
9. Eckert, T. L., Shapiro, E. S., & Lutz, J. G. (1995). Teachers' ratings of the acceptability of curriculum-based assessment methods. School Psychology Review, 24, 497-511.
10. Espin, C. A., De La Paz, S., Scierka, B. J., & Roelofs, L. (2005). The relationship between curriculum-based measures in written expression and quality and completeness of expository writing for middle school students. Journal of Special Education, 38, 208-217.
11. Espin, C. A., Scierka, B. J., Skare, S., & Halverson, N. (1999). Criterion-related validity of curriculum-based measures in writing for secondary school students. Reading and Writing Quarterly: Overcoming Learning Difficulties, 15, 5-27.
12. Espin, C., Shin, J., Deno, S. L., Skare, S., Robinson, S., & Benner, B. (2000). Identifying indicators of written expression proficiency for middle school students. Journal of Special Education, 34, 140-153.
13. Fuchs, L. S., Fuchs, D., Hamlett, C. L., & Stecker, P. M. (1991). Effects of curriculum-based measurement and consultation on teacher planning and student achievement in mathematics operations. American Educational Research Journal, 28, 617-641.
14. Fuchs, L. S., Fuchs, D., Hamlett, C. L., Walz, L., & Germann, G. (1993). Formative evaluation of academic progress: How much growth can we expect? School Psychology Review, 22, 27-48.
15. Gansle, K. A., Gilbertson, D. N., & VanDerHeyden, A. M. (2006). Elementary school teachers' perceptions of curriculum-based measures of written expression. Practical Assessment, Research & Evaluation, 11(5), 1-17. Available online: http://pareonline.net/getvn.asp?v=11&n=5.
16. Gansle, K. A., Noell, G. H., VanDerHeyden, A. M., Naquin, G. M., & Slider, N. J. (2002). Moving beyond total words written: The reliability, criterion validity, and time cost of alternate measures for curriculum-based measurement in writing. School Psychology Review, 31, 477-497.
17. Gansle, K. A., Noell, G. H., VanDerHeyden, A. M., Slider, N. J., Naquin, G. M., Hoffpauir, L. D., & Whitmarsh, E. L. (2004). An examination of the criterion validity and sensitivity of alternate curriculum-based measures of writing skill. Psychology in the Schools, 41, 291-300.
18. Gravois, T. A., & Gickling. E. E. (2002). Best practices in curriculum-based assessment. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology IV (Vol. 1, pp. 885-898). Bethesda, MD: National Association of School Psychologists.
19. Gresham, F. M. (2002). Responsiveness to intervention: An alternative approach to the identification of learning disabilities. In R. Bradley, L. Danielson, & D. P. Hallahan (Eds.), Identification of learning disabilities: Research to practice (pp. 467-519). Mahwah, NJ: Lawrence Erlbaum Associates.
20. Gresham, F. M., & Gansle, K. A. (1992). Misguided assumptions of DSM-III-R: Implications for school psychological practice. School Psychology Quarterly, 7, 79-95.
21. Harcourt Brace Educational Measurement. (1996). Stanford Achievement Test, Ninth Edition. San Antonio, TX: Author.
22. Hollenbeck, K., Tindal. G., & Almond, P. (1998). Teachers' knowledge of accommodations as a validity issue in high-stakes testing. Journal of Special Education, 32, 175-183.
23. Howell, K. W., Fox, S. L., & Morehead, M. K. (1993). Curriculum-based evaluation: Teaching and decision making (2nd ed.). Pacific Grove, CA: Brooks/Cole.
24. Isaacson, S. (1988). Assessing the writing product: Qualitative and quantitative measures. Exceptional Children, 54, 528-534.
25. Jenkins, J. R., Deno, S. L., & Mirkin, P. K. (1979). Measuring pupil progress toward the least restrictive environment. Learning Disability Quarterly, 2, 81-92.
26. Jewell, J., & Malecki, C. K. (2005). The utility of CBM written language indices: An investigation of production-dependent, production- independent, and accurate-production scores. School Psychology Review, 34, 27-44.
27. Jones, E. D., & Krouse, J. P. (1988). The effectiveness of data-based instruction by student teachers in class-rooms for pupils with mild handicaps. Teacher Education and Special Education, 11, 9-19.
28. Marston, D. B. (1989). A curriculum-based measurement approach to assessing academic performance: What it is and why do it. In M. R. Shinn (Ed.), Curriculumbased measurement: Assessing special children (pp. 18-78). New York: Guilford Press.
29. Marston, D., & Deno, S. L. (1981). The reliability of simple, direct measures of written expression (Research Report No. 50). Minneapolis: University of Minnesota, Institute for Research on Learning Disabilities.
30. McFadden, T. U. (1998). The immediate effects of pictographic representation on children's narratives. Child Language Teaching and Therapy, 14, 51-67.
31. National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups (NIH Publication No. 00-4754). Washington, DC: U.S. Government Printing Office.
32. No Child Left Behind Act of 2001, Pub. L. No. 107-110, 20 U.S.C. § 6301 et seq.
33. Northwest Regional Educational Laboratory. (2000). 6+1 Trait® writing: A model that works. Greensboro, NC: Carson-Dellosa Publishing.
34. O'Sullivan, R. G., & Chalnick, M. K. (1991). Measurement-related course work requirements for teacher certification and recertification. Educational Measurement: Issues and Practice, 10, 17-19, 23.
35. Roid, G. H. (1994). Patterns of writing skills derived from cluster analysis of direct-writing assessments. Applied Measurement in Education, 7, 159-170.
36. Schafer, W. D. (1991). Essential assessment skills in professional education of teachers. Educational Measurement: Issues and Practice, 10, 3-6, 12.
37. Shapiro, E. S. (1996). Academic skills problems: Direct assessment and interventions (2nd ed.) New York: Guilford Press.
38. Shinn, M. R. (1989). Curriculum-based measurement-Assessing special children. New York: Guilford Press.
39. Shinn, M. R., & Bamonto, S. (1998). Advanced applications of curriculum-based measurement: "Big ideas" and avoiding confusion. In M. R. Shinn (Ed.), Advanced applications of curriculum-based measurement (pp. 1-31). New York: Guilford Press.
40. Siskind, T. G. (1993). Teachers' knowledge about test modifications for students with disabilities. Diagnostique, 18, 145-157.
41. Snow, C. E., Burns, M. S., & Griffin, P. (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
42. Spandel, V., & Stiggins, R. J. (1990). Creating writers: Linking assessment and writing instruction. White Plains, NY: Longman.
43. Stiggins, R. J. (1991). Relevant classroom assessment training for teachers. Educational Measurement: Issues and Practice, 10, 7-12.
44. Tindal, G., & Parker, R. (1989). Assessment of written expression for students in compensatory and special education programs. Journal of Special Education, 23, 169-183.
45. Videen, J., Deno, S., & Marston, D. (1982). Correct word sequences: A valid indicator of proficiency in written expression (Research Report No. 84). Minneapolis: University of Minnesota, Institute for Research in Learning Disabilities.